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Rendell, Peter G.; Vella, Melissa J.; Kliegel, Matthias; Terrett, Gill – Cognitive Development, 2009
To date, little work has been done investigating prospective memory in children, particularly using a delay-execute paradigm. Two experiments were conducted to investigate this issue with children aged 5-11 years. While playing a computer driving game, children's ability to carry out a delayed intention either immediately a target cue appeared or…
Descriptors: Intention, Children, Memory, Memorization

Hatchette, Robert K.; Evans, James R. – Journal of Learning Disabilities, 1983
Results indicated a significant difference between the 18 normal readers and the 36 learning-disabled readers on tasks matching auditory temporal to visual-spatial and auditory-temporal to visual-temporal but not on the visual-temporal to visual-spatial task. Results were interpreted in terms of learning-disabled readers being deficient in…
Descriptors: Aural Learning, Elementary Education, Learning Disabilities, Learning Processes
Means, Barbara M.; Rohwer, William D., Jr. – 1976
To assess the importance of visual attributes relative to acoustic and semantic attributes in children's encoding, a 64-item recognition test was administered to first- and sixth-grade children. Recognition items were linedrawings of simple objects accompanied by aural labels. By manipulating the picture, label, and referent in various…
Descriptors: Associative Learning, Aural Learning, Cognitive Development, Cognitive Processes
Marley, Scott C.; Levin, Joel R.; Glenberg, Arthur M. – Contemporary Educational Psychology, 2007
The primary purpose of the present study was to determine whether recent findings documenting the benefits of text-related motor activity on young children's memory for reading passages [Glenberg, A. M., Gutierrez, T., Levin, J. R., Japuntich, S., & Kaschak, M. (2004). Activity and imagined activity can enhance young readers' reading…
Descriptors: Visual Aids, Toys, Memory, Learning Problems

Ceci, Stephen J.; And Others – Journal of Learning Disabilities, 1981
The role of memory deficits in learning disabilities (LD) was examined. It is argued that a shift in emphasis is necessary from standardized test results to the processes which underpin performance on such tests. (Author)
Descriptors: Aural Learning, Elementary Education, Language Handicaps, Learning Disabilities

Webster, Raymond E. – Journal of Educational Research, 1979
Able mathematics students had better short-term memory than mathematics disabled students; they recalled best when information was presented aurally, while poorer math students recalled better with visual presentations. (JD)
Descriptors: Aural Learning, Elementary Education, Learning Problems, Mathematics Instruction

Ring, Barbara C. – Journal of Learning Disabilities, 1976
Descriptors: Aural Learning, Elementary Education, Exceptional Child Research, Learning Disabilities
Levin, Joel R.; And Others – 1974
The paired-associate learning of 52 fourth graders was related to measures of cognitive ability obtained the previous year. Subjects were administered the paired-associate task under one of three variations: at a comfortable rate with standard instructions; at a comfortable rate with a potentially effective learning strategy (visual imagery); and…
Descriptors: Cognitive Ability, Concept Formation, Elementary Education, Elementary School Students
Richards, Regina G. – 1993
The methods outlined in this guide offer teachers a variety of ways to stimulate interest, enhance concentration, increase understanding, and improve memory in their students. Chapter 1 discusses the LEARN (Learning Efficiently And Remembering Mnemonics) system, a set of strategies that help students use a variety of processing styles to a greater…
Descriptors: Associative Learning, Cognitive Style, Elementary Education, Learning Processes
Elliott, Stephen N.; Carroll, James L. – 1979
Memory of incidentally learned material was investigated across three developmental levels in immediate and 24-hour delay conditions. First grade, sixth grade, and college students were assigned randomly within developmental level to one of four experimental conditions: Type I immediate, Type I delay, Type II immediate, or Type II delay. In the…
Descriptors: Age Differences, Cognitive Development, Elementary Education, Higher Education
Weber, Donald B. – 1975
Primacy and recency aspects of short term memory (STM) were investigated with 30 learning disabled (LD) and 30 normal children, all with a mean age of 113 months. The pretest experiment compared the serial position curve performance of LD and normal children when seven-digit series were presented visually or auditorially. The second experiment…
Descriptors: Auditory Perception, Elementary Education, Exceptional Child Research, Learning Disabilities
Corsale, Kathleen – 1974
The purpose of this study was to determine whether children as young as second-graders could encode categorically within an abstract evaluative dimension. The study uses mode of stimulus presentation (auditory or visual) as an independent variable. The subjects were 40 white middle class children from grades 2, 4, and 6, who were randomly assigned…
Descriptors: Aural Learning, Cognitive Development, Cognitive Processes, Elementary Education
Loe, David C. – Academic Therapy, 1978
Twenty learning disabled (LD) students (9-12 years) with normal verbal IQs performed better on elaborated paired associate learning tasks than 20 LD Ss (10-12 years) with lower verbal IQs. (CL)
Descriptors: Elementary Education, Exceptional Child Research, Learning Disabilities, Mediation Theory
Cavalier, Albert R. – 1980
The study analyzed short-and long-term memory processes in learning disabled (LD) children and compared them with normally achieving peers. Research on memory processes in LD children is reviewed and methodological limitations noted. Thirty-six normal and 36 LD Ss (8-11 years old) were asked to remember consonant trigams using one of three…
Descriptors: Elementary Education, Learning Disabilities, Learning Processes, Memory
Hall, Donald M.; Geis, Mary Fulcher – 1976
The mnemonic consequences of semantic, acoustic, and orthographic encoding and the relationships between encoding and retrieval cues were investigated in an incidental-learning experiment involving 24 first-, third-, and fifth-grade pupils. Each child was asked one orienting question for each of 18 words; the questions differed in the type of…
Descriptors: Association (Psychology), Cues, Elementary Education, Incidental Learning